基於教師社群對促進教師專業與學校發展的重要性，教育當局積極鼓勵中小學成立「教師專業學習社群」。由於多項計畫經費的挹注，教師社群在各級學校相當盛行。然而，學校的教師社群卻未必一如期望地朝向專業精進，且致力於協助學生學習。十餘年來，諸多教師專業學習社群的困境，至今依然存在，顯見其中必定有某些根深柢固的問題。本文以小學為範圍，依據探訪學校過程中的觀察，兼採部分教師訪談資料，佐以相關文獻，討論教師專業學習社群在學校落實的挑戰以及未來的可能性。本文指出，由於教師文化，以及學校的繁忙生態，目前教師專業學習社群的三大挑戰為：專業社群的社團化、適任的教師領導者難尋、社群運作未能日常化。面對前述的困境，筆者建議學校可以著力於將制度內的教師小組社群化，並考量學生學習需求，對全校教師社群進行整體布局。

Based on the importance of the teacher community to the promotion of teacher profession and school development, the education authority actively encourages primary and secondary schools to establish a “teacher professional learning community”. Due to the funding of many projects, the teacher community is quite popular in schools at all levels. However, the teacher communities in schools may not be as expected, towards professional improvement and dedicated to assisting students in learning. Over the past ten years, the predicaments of many teachers’ professional learning communities still exist. It is obvious that there must be some deep-rooted problems among them. This article takes elementary schools as the scope, based on the author’s observations during the visit to schools, and also collects some teacher interview materials, supplemented with relevant documents, to discuss the challenges and future possibilities of teachers’ professional learning community development. This article points out that due to teacher culture and the busy ecology created by competitive projects, the current three major challenges for the professional learning community of teachers are: the professional community becomes the club, the competent teacher leaders is hard to find, and the community operation is not routine. In the face of the above challenges, the author suggests that schools can focus on making the teacher groups within the system transform into communities, and taking into account the learning needs of students, and making an overall layout of teacher communities in a school.